Educational Administration, Department of
Department of Educational Administration: Dissertations, Theses, and Student Research
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First Advisor
Marilyn L. Grady
Date of this Version
10-2016
Document Type
Dissertation
Citation
Strickland, J.L. (2016). Community partnerships in urban, title 1 elementary schools.
Abstract
The purpose of this mixed-methods study was to identify and describe community partnerships in Urban, Title 1 Elementary Schools.
Fifty-one principals from the Southern and Midwestern regions of the United States completed a 19-question on-line survey designed to explore community partnerships in Urban, Title 1 Elementary Schools. Of the 51 principals who completed the survey, 26 agreed to participate in a semi-structured interview.
The findings of the study suggest that community partnerships play an essential role in supporting Urban, Title 1 Elementary Schools. Finding community partners can be challenging. Principals who wish to engage community partners should identify the needs of the school prior to seeking community partners or implementing a community partnership program. Community partnerships came from businesses and corporations, faith organizations, or volunteers in the community. The partners primarily provided activities that were student-centered or school-centered. The activities that provided the greatest impact were student-centered activities that were focused on relationship building and promoting a greater understanding of life outside of the classroom.
Advisor: Marilyn L. Grady
Included in
Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Urban Education Commons
Comments
A dissertation presented to the faculty ot the Graduate College at the University of Nebraska in partial fulfillment of requirements For the degree of Doctor of Philosophy, Major: Educational Studies (Educational Leadership & Higher Education), Under the supervision of Professor Marilyn L. Grady, Lincoln, Nebraska: October, 2016
Copyright 2016 Jae L. Strickland